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British Journal of Educational Technology

January 2010 Volume 41, Number 1

Editors

Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 5

  1. What are the learning affordances of 3‐D virtual environments?

    Barney Dalgarno & Mark J. W. Lee

    This article explores the potential learning benefits of three‐dimensional (3‐D) virtual learning environments (VLEs). Drawing on published research spanning two decades, it identifies a set of... More

    pp. 10-32

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  2. Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research

    Khe Foon Hew & Wing Sum Cheung

    In this paper, we review past empirical research studies on the use of three‐dimensional immersive virtual worlds in education settings such as K‐12 and higher education. Three questions guided our... More

    pp. 33-55

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  3. A multi‐user virtual environment for building and assessing higher order inquiry skills in science

    Diane Jass Ketelhut, Brian C. Nelson, Jody Clarke & Chris Dede

    This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams... More

    pp. 56-68

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  4. Learning as immersive experiences: Using the four‐dimensional framework for designing and evaluating immersive learning experiences in a virtual world

    Sara De Freitas, Genaro Rebolledo‐Mendez, Fotis Liarokapis, George Magoulas & Alexandra Poulovassilis

    Traditional approaches to learning have often focused upon knowledge transfer strategies that have centred on textually‐based engagements with learners, and dialogic methods of interaction with... More

    pp. 69-85

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  5. Supporting authors in the development of task‐based learning in serious virtual worlds

    Francesco Bellotti, Riccardo Berta, Alessandro De Gloria & Ludovica Primavera

    Serious virtual worlds (SVWs) represent a great opportunity for learning and should embed a lot of high‐quality contextualised information so that the player can take the most from his or her... More

    pp. 86-107

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